Our Previous Samples

There is a statistically significant difference in coping strategies among persons with AIDS in a higher socioeconomic level as compared to a lower socioeconomic level.

Persons with AIDS

Socioeconomic level

Coping strategies

The hypothesis

Question 6

In a nursing research study where the hypothesis is

asks you if taking cimetidine (Tagamet) is effective in treating GERD. You recently read a research article that reported a negative correlation between the effectiveness of cimetidine (Tagamet) and smoking. What is the most appropriate response to the patient?

“You should quit smoking regardless

where one group was given an exercise regime

NR714 Full Course Assignments

NR714 Full Course Assignments

NR714 Full Course Assignments

Derived from your healthcare experience, describe the differences between integrative versus systematic review of evidence from an advanced nursing practice perspective.

Derived from your healthcare experience, describe the impact of the comprehensive systematic review of evidence on a selected healthcare stakeholder (patient, family, organization, or the profession) from an advanced nursing practice perspective NR714 Full Course Assignments.

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Derived from your healthcare experience, determine the utility in differentiating qualitative from quantitative research methods and analysis from an advanced nursing practice perspective.

Derived from your healthcare experience, determine the utility in differentiating metasynthesis from meta-analysis measurement and monitoring from an advanced nursing practice perspective NR714 Full Course Assignments.

Derived from your healthcare experience, determine the components of partial economic evaluation from an advanced nursing practice perspective.

Derived from your healthcare experience, determine the components of full economic evaluation from an advanced nursing practice perspective.

titative, and Economic Evidence in Advanced Nursing Practice

Articulate the knowledge, skills, and integrative abilities necessary for leveling qualitative, quantitative, and economic evidence that serve to shape the advanced nursing practice environment.

DQ2 Grading of Qualitative, Quantitative, and Economic Evidence in Advanced Nursing Practice

Articulate the knowledge, skills, and integrative abilities necessary for grading qualitative, quantitative, and economic evidence that serve to shape the advanced nursing practice environment NR714 Full Course Assignments.

NR714 Application of Analytic Methods II

NR714 Full Course Assignments Week 5 Discussion

DQ1 Power Analysis in Advanced Nursing Practice

Examine potential power analysis contributions that serve to improve the advanced nursing practice environment.

DQ2 Reliability Versus Validity in Advanced Nursing Practice NR714 Full Course Assignments

Examine potential reliability and validity contributions that serve to improve the advanced nursing practice environment.

NR714 Application of Analytic Methods II

Week 6 Discussion

DQ1 Differentiating Quantitative and Qualitative Research

Differentiate selected quantitative versus qualitative research designs that shape a preferred evidence-based practice environment.

DQ2 Quantitative and Qualitative Research Procedures

Differentiate selected quantitative versus qualitative procedures including appropriate data collection, levels of measurement, and sampling considerations.

NR714 Application of Analytic Methods II

NR714 Full Course Assignments Week 7 Discussion

DQ1 Issues Related to Descriptive Analysis

Formulate effective strategies for descriptive analysis that contribute to evidence-based quality improvement. NR714 Full Course Assignments

DQ2 Nonparametric Versus Parametric, Inferential, and Multivariate Analysis

Formulate effective strategies in planning and selection of appropriate statistical analysis that contribute to evidence-based quality improvement.

NR714 Application of Analytic Methods II

Week 8 Discussion

Using Outcomes Assessment to Differentiate Original Research From Quality Improvement

Differentiate original research from quality improvement using outcomes assessment in advanced nursing practice.

NR714 Application of Analytic Methods II

NR714 Full Course Assignments Week 5 Assignment

Systematic and Integrative Review

of Selected Practice Query

Guidelines

The purpose of this application is to provide the student an opportunity to develop a systematic and integrative

review of selected practice query.

COURSE OUTCOMES

This assignment provides documentation of student ability to meet the following Course Outcomes:

CO 1: Formulate PICOT/PICoT questions relevant to advanced nursing practice (PO #3).

CO 2: Utilize comprehensive systematic-review skills necessary for evidence-based practice (PO #5).

CO 3: Critically appraise level and quality of evidence related to a selected advanced nursing practice

issue (PO #3).

CO 5: Evaluate appropriateness of a qualitative research design for a selected PICoT question (PO #3).

CO 6: Evaluate appropriateness of a quantitative research design for a selected PICOT question (PO #3).

CO 7: Evaluate appropriateness of an economic research design for a selected economic appraisal of

evidence (PO #3).

CO 9: Analyze qualitative, quantitative, and economic data for the purposes of critical appraisal of

evidence (PO #3).

CO 10: Evaluate selected statistical methods for the purposes of critical appraisal of evidence (PO #5).

POINTS

This assignment is worth a total of 265 points.

DUE DATE

Submit your completed assignment by Sunday 11:59 p.m. MT of Week 5, as directed.

NR714 Full Course Assignments REQUIREMENTS

1. To complete this application, you will want to access all available scientific search engines. There are numerous robust scientific search engines to retrieve relevant research to support your clinical problem and clinical question (PICOT). The link to our library home is http://library.chamberlain.edu with a link for research help in the Ask A Librarian box http://chamberlain.libanswers.com/ask

2. The Systematic and Integrative Review of Selected Practice Query paper is worth 250 points and will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric. NR714 Full Course Assignments

3. Create your report using Microsoft Word (a part of Microsoft Office), which is the required format for all Chamberlain College of Nursing documents. You can tell that the document is saved as a Microsoft Word document because it will end in .docx.

4. Follow the directions and grading criteria closely. Any questions about this project may be posted under the Q & A forum.

5. The length of the project report is to be no less than 6 and no greater than 8 pages excluding title page and reference pages. NR714 Full Course Assignments

6. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headings (upper and lower case, centered, boldface):

Note: Introduction—Write an introduction to the systematic and integrative review of selected practice query, but do not use Introduction as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63). APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

a. Description of systematic and integrative review of selected practice query (both integrative and systematic review of evidence)

b. Presentation of systematic and integrative review of selected practice query analysis including quantitative, qualitative, and economic evidence

PREPARING THE PROJECT REPORT

The following are best practices for preparing this project report:

1. When introducing the systematic and integrative review of selected practice query, be sure to include

pertinent background information regarding the topic (who, what, where, when, and why).

2. When describing the selected practice query, be sure to fully identify and address evidence using a

synthesis (integrative review citing areas of agreement and disagreement among authors) approach for

the written summary and embed or attach the evidence table (systematic review citing leveling and

grading of evidence) using the template found in Course Resources.

3. When presenting the systematic and integrative review of selected practice query analysis, be sure to

fully incorporate evidence from quantitative, qualitative, and economic sources

NR714 Application of Analytic Methods II

NR714 Full Course Assignments Week 7 Assignment

PURPOSE

The purpose of this applicationis to provide the student an opportunity to acquire skills, understanding, and integrative abilities in the area of statistical analysis.

COURSE OUTCOMES

This assignment provides documentation of student ability to meet the following Course Outcomes:

CO9: Analyze qualitative, quantitative, and economic data for the purposes of critical appraisal of evidence (PO #3).

CO10: Evaluate selected statistical methods for the purposes of critical appraisal of evidence (PO #5).

CO11: Differentiate selected statistical methods for the purposes of evidence-based practice quality improvement (PO #5).

CO12: Demonstrate advanced nursing practice skills necessary for outcome assessment, measurement, and evaluation (PO #5).

This assignment is worth a total of 260 points.

Complete all quizzes with 100% accuracy by Sunday11:59 p.m. MT of Week 7 as directed.

NR714 Full Course Assignments REQUIREMENTS

1. To complete this application, you will need to access the following modules located under the Statistics Moduleof your course shell:

a. Using Concepts of Probability During Evidence Critique (Including Distribution and Central Tendency)

b. Using Concepts of Variability and Power Analysis During Evidence Critique

c. Using Confidence Limits and t-test Concepts During Evidence Critique

d. Using Correlation and Regression Concepts During Evidence Critique

e. Using Prevalence and Incidence Rate Concepts During Evidence Critique

f. The Impact of Generalizable Versus Transferrable Data Concepts on the DNP Project

g. Using Descriptive Statistics for the DNP Project

h. Appropriate Application of Randomization Techniques

2. Follow the directions and completion criteria closely. Any questions about this project may be posted in the Q&A forum.

NR714 Full Course Assignments PREPARING THE PROJECT

The following are best practices for preparing for this assignment:

1. Prior to completing each module, review the lessons, reading, and course texts up to this point.

2. You will complete the corresponding exam found under the Quizzes area of the Course Home.

3. Each module is worth 32.5points.

4. You may continue taking the exam until 32.5 points/100% is achieved.

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NR714 Application of Analytic Methods II

NR714 Full Course Assignments Week 8 Assignment

You Decide Reflection

PURPOSE

The purpose of this applicationis to provide the student an opportunity to reflect on selected DNP competencies acquired through the NR714 course.

COURSE OUTCOMES

This assignment provides documentation of student ability to meet the following course outcomes:

CO1: Formulate PICOT/PICoT questions relevant to advanced nursing practice (PO #3).

CO4: Compare and contrast differences and similarities with selected characteristics of qualitative, quantitative, and economic research designs (PO #3).

CO5: Evaluate appropriateness of a qualitative research design for a selected PICoT question (PO #3).

CO6: Evaluate appropriateness of a quantitative research design for a selected PICOT question (PO #3).

CO8: Demonstrate understanding of mixed-method research and the strategy of triangulation design (PO #3).

CO12: Demonstrate advanced nursing practice skills necessary for outcome assessment, measurement, and evaluation (PO #5).

POINTS

This assignment is worth a total of 100 points.

DUE DATE

Submit your completed application under the Dropbox tab by Wednesday11:59 p.m. MT of Week 8 as directed.

NR714 Full Course AssignmentsREQUIREMENTS

1. The You Decide Reflectionis worth 100 points and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2. Create your essay using Microsoft Word(a part of Microsoft Office), which is the required format for all Chamberlain College of Nursing documents. You can tell that the document is saved as a MS Word document because it will end in “.docx”

3. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q&A forum.

4. The length of the reflection is to be within three to six pages excluding title page and reference pages.

5. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

a. You Decide Reflection

b. Conclusion

NR714 Application of Analytic Methods II

NR714 Full Course Assignments Week 7 Module 1 Quiz

Question 1

Which of the examples below demonstrates generalizability?

A commercial endotracheal tube stabilizer was tested in the ICU at a rural hospital and found to be effective in preventing device-related circumoral pressure ulcers. The Chief Nursing Officer has now approved the device to be used in the Burn Unit.

A new pain medication was shown to be effective in a group of osteoarthritis patients in a major metropolitan city and subsequently has been approved for use for all osteoarthritis patients nationwide.

A new helmet law was implemented in a Midwestern state. In response to this new legislation, hospital X has begun to give free helmets to patients upon discharge.

A second generation antihypertensive drug is FDA-approved and added to the DNP curriculum in a major university.

Question 2

Which of the following examples demonstrates transferability?

You read a research article that reported that music therapy decreased anxiety in pre-operative patients. Subsequently you obtained approval to use music therapy at your hospital with pre-operative patients.

You identify several key research studies in your hospital’s searchable database and transfer them to your personal files.

A nurse implements a new evidence-based intervention aimed at reducing ventilator-associated pneumonia (VAP). He is unable to adhere to the demanding work schedule and is transferred to another unit.

You conduct a randomized control trial (RCT) with a sample of Myasthenia Gravis patients. You are now able to apply this statistically significant RCT to the general population of Myasthenia Gravis patients.

Question 3

All of the statements are true of transferability EXCEPT:

If there are sufficient similarities between the research and our own clinical situation, we may be able to infer that the results of the research would be similar in our situation.

When reading a research article, we note certain characteristics of the study and consider the applicability to our own clinical practice.

We must know as much as possible about the original research in order to determine if the results are applicable to our own practice.

We can transfer or apply any study results to our own practice as long as the study was reliable and valid.

Question 4

The concept of transferability is constantly applied in everyday life. Some examples include (Select all that apply)

A professor sits in on a colleague’s class to see if he can apply new and effective teaching techniques in his own classroom.

A busy nurse, wife and mother, on her day off watches a cooking show to determine what quick, easy and nutritious meals she can prepare for her family.

An individual is engaged in a conversation with a friend about the benefits about a new vehicle that would add convenience to her own life.

A neighbor tells you that he has come up with a new health plan for him and his family and that everyone in the world should adopt this same plan.

Question 5

Examples of generalizability in everyday life include (Select all that apply)

As health care professionals, we make the assumption that poor diet and lack of exercise puts individuals at risk for diseases such as diabetes and heart disease.

In the United States, we make the assumption that everyone will drive on the right side of the road.

We make the generalization that everyone in the United States speaks English and abides by American customs.

We make the assumption that driving under the influence of drugs or alcohol can lead to accidents.

Question 6

You overhear two nurse colleagues talking about a research study on Diabetes, recently conducted at your hospital. You hear them say, “The results showed that children with Type II Diabetes responded well to a new anti-hyperglycemia drug at our hospital. We can now generalize our findings to women with pregnancy-induced Diabetes.” You are excited to join their conversation. What is the most appropriate response?

“I couldn’t help but to overhear your conversation about our exciting Diabetes research study. I am excited because women all over the world with pregnancy-induced Diabetes will finally have an effective drug to control their hyperglycemia.”

“I couldn’t help but to overhear your conversation about our exciting Diabetes research study. Since our study was aimed at children with Type II Diabetes, we cannot generalize our results women with pregnancy-induced Diabetes.”

“I couldn’t help but to overhear your conversation about our exciting Diabetes research study. We can generalize our findings because we used a nonprobability sample.”

“I couldn’t help but to overhear your conversation about our exciting Diabetes research study. Generalization is feasible because we have a very large sample size.”

Question 7

You read a research article on a study aimed at reducing central line associated blood stream infections (CLBSIs). The authors report that a detailed protocol using chlorhexidine was statistically significant in reducing CLABSIs by 98% in their study sample of 5678 Neonatal Intensive Care Unit (NICU) patients. Which of the following statements is accurate?

The findings from the CLABSI study can be applied or transferred to a neonatal intensive care unit at your hospital to reduce CLABSIs.

While the findings are impressive and statistically significant, further research is warranted in NICU patients.

The findings can be generalized to an adult ICU in a Magnet hospital in Beirut, Lebanon.

The findings from this study can be generalized to a general Respiratory ICU unit at the same hospital.

Question 8

When reviewing research study results aimed at reducing fall rates among elderly patients at hospital X, which statement most likely indicates representativeness of the sample related to the general target population at large?

The sample consisted of 50 elderly patients on Central Nervous System depressant drugs that put the study patients at risk for falls.

The sample consisted of a randomly selected subset of 6000 elderly patients over a 1-year time frame.

The sample consisted of 200 elderly outpatients on a strict health regimen consisting of probiotics, exercise and adequate nutrition and not taking any prescription drugs.

The sample consisted of 100 elderly patients whom ranged in age from 65-70 years in the study over a 1 week period.

Question 9

You have been asked to select a random sample of 1000 patients in your 5-hospital system for a proposed study aimed at reducing hospital readmissions. Each of the 5 hospitals has 600 beds. Which of the following approaches is best?

You spend a week going from room to room in each hospital, explaining the study to each patient and asking for volunteers for the study, making a list of the 1000 patient names who agree to participate.

You ascertain a list of all patient names and room numbers from each of the 5 hospitals and call each patient room asking for patient volunteers for the study.

You post flyers at the nursing stations of each unit at all 5 hospitals and explain the proposed study to the nursing staff. The nursing staff will recruit patients and contact you with the names and contact information for each patient who is interested up to 1000.

You obtain a list of all patient names in each of the 5 hospitals in the system and assign each name a numerical value. Using a table of random numbers, you select 1000 numbers (patients).

Question 10

A nurse colleague wants to survey nurses on his unit to determine the level of RN satisfaction. He proposes to administer a pre-test survey and design a practice change based on the results. He then proposes to administer a post-test to determine if the new intervention was effective. You recognize right away that the sample will be a nonprobability, nonrandom or convenience sample. All of the statements below are accurate EXCEPT:

A convenience sample in this case is appropriate because the nurse simply wants to make an effective practice change on his unit directly.

Findings from this proposed study cannot be generalized to the larger population of RNs.

Findings from this proposed study can be transferred to other units in the hospital.

The proposed study will not be reliable or valid because the sample will not be randomly selected.

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NR714 Application of Analytic Methods II

Week 7 Module 2 Quiz

Question 1

A nurse researcher in a large medical center is reviewing data from a study recently conducted on reducing the number of ventilator-associated pneumonia cases. She wants to obtain information on the spread of the data. This information will tell her how close or far apart the scores are from each other. This is known as

Variability

Power

Subject participation

Data cleaning

Question 2

A research article reports a limitation in the published study that the sample size was too low. How might this low sample size affect the study?

The study will not be affected by a low sample size.

The study will not be cost effective and resources will likely be wasted.

The study results may not be reliable and research questions may not be accurately answered.

The researcher will have to go back and include more participants in the study to increase the sample size which will delay completion of the study.

Question 3

As you read more closely into the study results, you see that the scores of the new nursing mothers are very far from the mean or average score. You think back on your research class and realize that that this means that the study scores have a large _______________.

range

standard deviation

variance

power

Question 4

Another study results show all of the scores in the center of the distribution curve. In other words, the average or mean scores are 50%. This means that the study has very little or limited (select all that apply)

Range

Skewness

Variability

Reliability

Question 5

You are talking to a nurse colleague who is proposing to conduct an innovative research study using warming blankets on patient pre-surgery to determine if post-operative complications are reduced. He tells you that he does not plan to perform a power analysis because he is including all patients scheduled for surgery over the next 6 months which will give him a sample size well over 4000 subjects. Which of the responses below is the most appropriate?

“Performing a power analysis helps to make sure that more subjects are not included than is necessary because excess resources may be used with little added benefit to the study.”

“That is great that you have such a high number of subjects, as the large number of subjects will increase the reliability of your study.”

“Too many subjects will decrease the reliability of the study, regardless of cost.”

“That is a good sample size, but did you get approval for subject payment to make sure there is enough money in the research budget?”

Question 6

A nurse colleague tells you that it is not important to perform a power analysis because he already knows that his sample size will be small in an upcoming study he is conducting on safety reporting on falls. The small sample size is already a known limitation. Which is the best response to the nurse?

“I see your point, the power analysis is used to determine sample size. It will be a waste of time and resources to perform the analysis since we already know the power will be limited.”

“The power analysis must be conducted regardless as mandated by state regulations.”

“While the power analysis does help determine sample size, it is helpful in determining the likelihood of your statistical test will be in detecting effects of that size in your particular situation.”

“If your sample size is that small, it will not be advantageous to conduct the research.”

Question 7

A nurse is discussing a recent research study with the hospital biostatistician. The study compared two groups of patients who received diagnostic breast biopsies to detect malignancy. One group received lavender aromatherapy and the other received jasmine aromatherapy. The hypothesis was that there would be a statistically significant difference in anxiety level between the two groups. More specifically, the assumption was that the lavender group would demonstrate a significant drop in anxiety level. He tells the biostatistician that he is concerned because the study results indicated that the null hypothesis turned out to be true. In fact, both groups showed a decrease in anxiety level despite the fragrance. What does this mean, and does the nurse have a reason for concern? Please select the best answer.

The nurse has a legitimate concern because the null hypothesis means that there was no difference between the groups. Since both groups’ anxiety level was decreased, the study is meaningless.

The nurse has a legitimate concern because the study was a waste of time and human and financial resources. The hospital will have to be reimbursed.

The nurse’s concern is unwarranted because just because the results were not as expected, important data were gathered and information about clinical practice was learned. The reason for research is to answer a question because although we may suspect the answer, we do not know.

The nurse does have a legitimate concern since the null hypothesis was correct and the study should be replicated with a larger sample size.

Question 8

You have been asked to present the four major measures of variability to your hospital research team, including: (choose all that apply)

range and interquartile range

skewness

variance

standard deviation

Question 9

The normal distribution curve depicts the distribution of all possible scores in a research study where the majority of the scores, or the mean or average scores would fall in the center of the curve. The closer the scores are to this midline means less

deviance

range

scores

variability

Question 10

You are reading a research article and you see that the scores fall primarily in the midline of the distribution curve. This curve is known as a

Normal distribution.

Skewed distribution.

Non-distribution.

Power distribution.

NR714 Application of Analytic Methods II

NR714 Full Course Assignments Week 7 Module 3 Quiz

Question 1

You have just been hired at Hospital X as Director of Nursing Research. You propose to conduct a study aimed at educating homeless women at risk for AIDS. The research coordinator asks how you will reach out to all homeless women in the city. What is the best response?

“Rather than trying to reach all homeless women in the city, we will include a sample of homeless women that are a reasonable representation of this population.”

“Research coordinators will ‘comb’ the city streets until we include all homeless women in the study”.

“We cannot realistically include all homeless women in the city, but we will try to include as many as we can find.”

“We only need to include a few homeless women in the study.”

Question 2

The term that captures the entire target group of individuals under study is referred to a

placebo

sample

confidence interval

population

Question 3

You are conducting a research study on the effectiveness of normal saline administered subdermally compared to lidocaine to reduce pain during IV insertion. If subjects getting lidocaine are in the experimental group, the subjects getting the inert normal saline are in the

control group

preliminary group

sample group

research group

Question 4

The same colleague asks you now to define the sample in research. Which is the most accurate response?

“The sample is a subset of the population that the researcher intends to study.”

“The sample is a group of individuals used in a pilot study before the actual study is conducted.”

“The sample is a small group of study participants who drop out of a research study.”

“The sample refers to a partial subject payment paid to study participants at the start of a research study.”

Question 5

In the inner city study investigating the impact on air quality on childhood asthma, what is the study sample?

“The study sample is a randomly selected subset of all inner city school-aged children in city X.”

“The study sample is the entire group of inner city school-aged children in city X.”

“The study sample is a small self-selected group of inner city school-aged children diagnosed with asthma.”

“The study sample is the group of all inner city school-aged children with asthma and their parents.”

Question 6

If a researcher tells you she achieved a narrow interval, in which there is little difference between lower and upper limits. The narrow confidence interval indicates

an inaccurate measure of how well the true measure of the parameter is estimated.

a satisfactory, but less desirable estimate than a wide interval.

a less precise estimate than does a wide interval.

a better and more precise estimate than does a wide interval.

Question 7

You are attending your hospital’s monthly Institutional Review Board (IRB) meeting and the Principle Investigator, Dr. King, reports to the group that she has a 95% confidence interval in her weight loss study. You clarify this statement to the team by saying NR714 Full Course Assignments

“Dr. King

describe the reasons.

Propose an area of your political competency that needs further development and an action you could take to become more politically competent to impact your selected population.

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2

NR717 Week 1 ErnestYoung Leading Culturally and Linguistically Appropriate Healthcare Discussion Example Answer Provided

Purpose

This week you discovered that the focus of healthcare has a growing emphasis on population health. This includes an emphasis on quality improvement and tracking outcomes. The purpose of this discussion is to apply the key concepts in population health to a selected population.

Instructions

Select a population you would like to engage throughout the course to explore important population health and health policy concepts. Potential populations to consider are listed below. You may want to refer to the Global Burden of Disease or one of the eight National Practice Problems to identify the population you will be examining in this course. You may examine the same health issue you have been researching in the previous courses, or you may select another topic of interest to complete the assignments unique to this course.

Address the following as they relate to the population you have selected:

Create a culturagram for your selected population. Refer to the lesson for guidance in creating a culturagram. You may use the attached template if you desire.

Culturagram Template https://cdn.brandfolder.io/74235FBJ/as/b6c6fmq87k3zmkg8wrgfgqk/NR717_W1_Discussion_CulturagramTemplate.docx

Identify three key social determinant risk factors associated with the population.

Conduct a search of the literature. Identify one evidence-based intervention to reduce health disparities in your selected population.

Examine how the selected intervention addresses at least one of the standards from the Culturally and Linguistically Appropriate Standards (CLAS).

Potential Populations

Asian population in Torrance, California

Somali-Americans in Minneapolis, Minnesota

African American population in Jackson, Mississippi

Hopi Indians in Kykotsmovi Village, Arizona

Caucasian population in Martin County, Kentucky

Hispanic/Latino population in Hialeah, Florida

Note: You may consider a different population as long as there is an abundance of literature related to social determinant risk factors and statistical data (prevalence, incidence, and economic ramifications) available for the selected health issue so that you can complete the required assignments each week.

Program Competencies

This discussion enables the student to meet the following program competencies:

Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)

Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1)

NR717 ErnestYoung Leading Culturally and Linguistically Appropriate Healthcare Discussion Example Solution

Identify three key social determinant risk factors associated with the population.

Social determinants of health play a significant part in an individual’s health outcomes (Kim et al., 2020). Blacks in Mississippi comprise 37 percent of the population and are responsible for the highest mortality rates of heart disease, hypertension, stroke, diabetes, and cancer (Mississippi State Department of Health, n.d.) In this discussion, I have reviewed three key social determinant risk factors associated with the black population in Jackson, Mississippi. The top three are poor economic stability, lack of education, and limited access to healthcare resources. These factors are complex and have overlapping with significant implications to this population’s health.  

Economic stability is the most influential of the three, influencing many other social determinants. Economic factors, including employment, income, community safety, and social support, affect how well this population can live and thrive. The economic climate determines a person’s ability to make healthy choices, afford housing and medical care, and become educated (Kim et al., 2020).

Education is an essential factor in a person’s overall health risks. Research shows a significant increase in poverty rates among people 25 years and older who have not completed a high school education (Smegma et al., 2018). Education influences employment opportunities, income level, and ability to afford health insurance (Gottlieb et al., 2019).

Health care is essential to the health of all Americans. Mississippi is one of the 12 states that has not expanded Medicaid under the Affordable Care Act. If Medicaid were expanded, the federal government would cover 90% of healthcare costs, and the state would cover the additional 10% (Mississippi Today, 2022). This would allow for increased healthcare access in Jackson and the rest of the state.

Conduct a search of the literature. Identify one evidence-based intervention to reduce health disparities in your selected population.

Cervical cancer rates among women in Mississippi are among the highest in the country. The Centers for Disease Control reported that women in Mississippi develop cervical cancer at a rate of 9.3 for every 100,000, compared to 6.8 per 100,000 for those women in California (2019). Not only are cervical cancer rates higher in Mississippi, but mortality rates from this preventable disease are also high compared to other states. In Mississippi alone, cervical cancer deaths are 3.9 per 100,000, the fourth highest in the country (CDC, 2019).

As discussed above, the risk factors related to the social determinants of health in Jackson, Mississippi, play a significant role in these staggering statistics. Lack of education can influence a person’s ability to gain employment and therefore have inadequate access to health insurance. Furthermore, a lack of economic stability can lead to insufficient healthcare resources within a community and a lack of transportation to healthcare clinics to receive care.

In my literature search, I have identified an evidence-based intervention to decrease the rates of cervical cancer-related deaths by increasing cervical cancer screening and surveillance. The proposed intervention is to mail human papillomavirus (HPV) test kits to women’s homes in Jackson, to improve the uptake of cervical cancer screening based on a study by Winer et al. (2019). This will eliminate the need to women to travel to receive GYN services, pay costly co-payments for an in-person appointment, and reduce the need to take time off work to attend an office visit to receive their cervical cancer screening.

Examine how the selected intervention addresses at least one of the standards from the Culturally and Linguistically Appropriate Standards (CLAS).

My selected intervention meets the Culturally and Linguistically Appropriate Standards (CLAS) by addressing the principal standard of, “providing effective, equitable, understandable, and respectful quality care and services that are responsive to diverse cultural health beliefs and practices, preferred languages, health literacy, and other communication needs (HHS, n.d).” This low-risk intervention meets the needs of the black, female community in Jackson while working within the current infrastructure.

It improves women’s healthcare access while being sensitive to the effects of previous trauma and discrimination this population has experienced in the healthcare community. The mailed kits can also be a means to provide additional education and knowledge around cervical cancer prevention and screening in the comfort of the home so the woman can feel empowered to learn more.

NR717 Week 1 ErnestYoung Leading Culturally and Linguistically Appropriate Healthcare Discussion References

Bleich, S., Findling, M., Casey, L., (2019). Discrimination in the United States: Experiences of black Americans. Health Services Research. 54: 1399– 1408. https://doi.org/10.1111/1475-6773.13220

Center for Disease Control and Prevention. (2019). Cancer Statistics at a Glance. https://gis.cdc.gov/Cancer/USCS/#/AtAGlance/ 

Gottlieb, L., Fichtenberg, C., Alderwick, H., & Adler, N. (2019). Social determinants of health: What’s a healthcare system to do? Journal of Healthcare Management, 64(4), 243–257. https://doi.org/10.1097/JHM-D-18-00160

Kim, E., Abrahams, S., Uwemedimo, O., & Conigliaro, J. (2020). Prevalence of social determinants of health and associations of social needs among United States adults, 2011–2014. Journal of General Internal Medicine?: JGIM, 35(5), 1608–1609. https://doi.org/10.1007/s11606-019-05362-3

Mississippi State Department of Health. (n.d.). Health Equity. https://msdh.ms.gov/page/44,0,236.html

Royals, K. (2022, March 9). It makes it hard to work: the real cost of not expanding medicaid in Mississippi. Mississippi Today, https://mississippitoday.org/2022/03/09/mississippi-medicaid-expansion-cost-work/

Semega J., Kollar M., Creamer J., Mohant A. (2018). Income and poverty in the United States. https://www.census.gov/content/dam/Census/library/publications/2019/demo/p60-266.pd

U.S. Department of Health and Human Services. (n.d.). National culturally and linguistically appropriate services standards. https://thinkculturalhealth.hhs.gov/clas/standards

Winer, R., Lin, J., Tiro, J. A., Miglioretti, D. L., Beatty, T., Gao, H., Kimbel, K., Thayer, C., & Buist, D. S. M. (2019). Effect of mailed human papillomavirus test kits vs usual care reminders on cervical cancer screening uptake, precancer detection, and treatment: A randomized clinical trial. JAMA Network Open, 2(11), e1914729–e1914729. https://doi.org/10.1001/jamanetworkopen.2019.14729

NR717 Week 2: Epidemiology and Health Surveillance Discussion

Purpose

This discussion aims to apply concepts in epidemiology and health surveillance to a selected population.

Instructions

Explore the determinants of health and the National Practice Problems that most affect the population you selected in Week 1. Review the following index to locate an epidemiological report published by the Centers for Disease Control and Prevention (CDC).

• CDC A-Z Index https://www.cdc.gov/az/a.html

This report contains data on specific diseases as reported by state and regional health departments, as well as recommendations that have been issued by the CDC.

Use the index to review the most significant issue pertaining to your selected population and one of the eight National Practice Problems to address the following:

1. Explore the epidemiologic principles and measures used to address your selected practice problem at the national and specific geographic (city or county level) location for the population you have selected. 
2. Examine the use of descriptive and/or analytic epidemiology to address the practice problem.
3. Propose how you might use surveillance to influence the determinants of health and improve the health outcomes of your population.
4. Anticipate any ethical concerns that you might have related to the use of surveillance data in your population.

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
2. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
3. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes?

This discussion enables the student to meet the following course outcomes:

1. Synthesize ethical and legal principles to advocate for value-based, equitable, and ethical health policies at the micro, meso, and macrosystem levels. (PC 5; PO 9)
2. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)

NR717 Week 3: Prevention, Interventions, and Population Health Programs

Population Health Interventions Discussion

Purpose

The purpose of this discussion is to demonstrate your understanding of interventions to address population health problems?and reduce health disparities.

Instructions

Using your selected population, continue your search and appraisal of evidence by analyzing one research study that offers a potential intervention to address your selected population health issue. This intervention must be at the population level. This research study must be new, one that was not used in a previous course.  

Appraise a quantitative research study that utilizes an intervention to address the selected health issue identified in Week 2 using the Johns Hopkins Research Appraisal Tool.  

• Johns Hopkins Research Appraisal Too https://cdn.brandfolder.io/74235FBJ/as/6f2mgbk5h7bpfnk85t6pgwm/Johns_Hopkins_Research_Appraisal_Tool.docx
• Transfer your findings to the Johns Hopkins Individual Evidence Summary Tool. 

Johns Hopkins Individual Evidence Summary Tool https://cdn.brandfolder.io/74235FBJ/as/n32gvzkm765pvb7b5cjp5m5s/Johns_Hopkins_Individual_Evidence_Summary_Tool.docx

Analyze the evidence summary tool of the research study to address the following in the discussion:    

1. Determine whether the intervention has the potential to impact the issue. Explain your rationale.??
2. Attach the completed Johns Hopkins Individual Evidence Summary Tool.
3. Present the translation science model that would best aid the success of this intervention and discuss how the stakeholders are integrated into the design of the theory or model.   
4. Identify where your selected intervention is located on the Minnesota Public Health Wheel.

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
2. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1) 
2. Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1) 

NR 717 Week 3 Population Health Interventions Discussion Example Answer

Intervention Impact

Over the past couple of weeks, I have focused on obesity and increasing physical activity within the African American population in Jackson, MS. Compared to Caucasians, African Americans experience much higher incidences of metabolic disorders and cardiovascular disorders.

I have covered several risk factors in my previous posts; however, through my research, I found an article by Nam et al. (2021) that provided insight into a risk factor that I had not considered before. This study examined how perceived racial discrimination in African Americans contributes to poor health, obesity, decreased physical activity, and health disparities.

While several factors influence health disparities, African Americans report perceived racial discrimination more than any other ethnic or racial group. The pilot study used an intensive, observational, case-crossover design of African Americans (n=12) recruited from the community (Nam et al., 2021).

The inclusion conditions were that all participants self-reported as African American/Black, English speaking, employed, were between the ages of thirty and fifty-five, owned a smartphone, and were able to reply at a minimum of three times daily to random survey prompts (Nam et al., 2021). Those who were pregnant or afflicted with serious acute or terminal medical illnesses were excluded from the study as this would interfere with physical activity (Nam et al., 2021).

Forty percent of the participants were obese. The twelve participants were asked to complete baseline surveys and over the course of the next seven days, they were instructed to wear accelerometers. Accelerometers are devices that capture and measure the participants’ physical activity levels. The participants also received Ecological Momentary Assessments five times daily over the next seven days.

The goal was to capture and assess racial discrimination in real time each day. In the analysis of within-person level data, the accelerometer observed that the participants were more sedentary on the days when they experienced more perceived discrimination than usual.

As with many studies, this one came with limitations. The small sample size offered limited evidence to support whether or not racial discrimination is a precursor to decreased physical activity or other sedentary behaviors when compared with other studies of general psychological stress (Nam et al., 2021). Future studies should consider more extensive racial discrimination approaches, a larger participant sample, and ecological momentum assessments to decide their ideal frequency to capture discriminatory encounters accurately and survey their relationship with health behaviors (Nam et al., 2021).

Despite the mixed findings, safety, walkability, and crime in neighborhood environments are all associated with a person’s physical activity levels. Location is everything and where African Americans live is absolutely crucial for their quality of life. The fact that many neighborhoods are still very much segregated, with African Americans often residing in poorly funded communities, perplexes me. Social stresses such as discrimination may provoke unhealthy behaviors and are linked to the consumption of smoking, alcohol, and fatty food consumption.

As obesity among African Americans can occur for a variety of reasons, it is crucial to properly assess patients in order to get to the root of their problems. Questions we may wonder as healthcare professionals are: What does your diet consist of? What do you typically consume in a day? What medications are you taking? Have you ever had issues with your thyroid? Are you employed? What is your family history?

Are you able to purchase healthy food options? How many days per week are you able to exercise for thirty minutes or more? Once the causative factors are identified, implementing an intervention will make it easier. If their obesity is linked to an organic cause, treat the disease. If finances are an issue, refer them to those who will be able to assist.

My intervention absolutely has the potential to impact my practice problem. The intervention I will be addressing is making the neighborhood safer, which will increase the likelihood that people in the community will become more physically active. At the population level, a strategy to design changes within the community may need to be implemented. In overweight children, school-based physical education can be enhanced.

Free suggestions to patients would be to become more active by avoiding elevators and taking stairs instead. Parking their cars further from their destination will encourage them to walk further. Participating in sports or other physically challenging activities, such as skating or even walking through malls, can be safe alternatives to walking outside. New walking trails can be created to increase availability, or a heavier police presence can be made at existing ones.

Creating walking groups can be beneficial as there is usually more safety in numbers. Offering more free gym memberships to those in need within the community can also be beneficial. I am pretty sure that the Young Men’s Christian Association/Young Women’s Christian Association (YMCA/YWCA) already offers free memberships to low-income individuals and families. Providing equitable and inclusive access is foundational to my practice problem (Centers for Disease Control and Prevention, 2019).

Translation Science Model

Translation science is defined as an area of research that constantly advances translation models that work in the unpredictable reality of daily practice. It is essential to be able to influence practice problems by having the capability to translate research evidence into day-to-day clinical practice. The probability of effective evidence implementation into practice increases when using a systematic conceptual model/framework approach.

The translation science models are a diffusion of Innovation, Knowledge-to-Action (KTA), Normalization Process Theory (NPT), and I-PARIHS model. It was difficult for me to choose between the I-PARIHS model and Knowledge-to-Action. However, I ultimately felt that Knowledge-to-Action would best aid in the success of my intervention’s implementation into practice. Knowledge-To Action is appropriate for the sustainability approach.

Knowledge-to-Action concentrates on bridging gaps between what is known versus what is implemented into practice (Kim et al., 2021). The Knowledge-to-Action Framework comprises two parts: The Knowledge Cycle and the Action Cycle (Field et al., 2014). The Knowledge Cycle and the Action Cycle encompass multiple phases. Each component involves several segments, which are sometimes repetitive or overlap one another. The Action Cycle exhibits activities necessary for data to be implemented in practice (Graham et al., 2006).

The action phase of the Knowledge-To Action model encompasses recognizing and assessing the problem and established research, identifying obstacles and achievements, planning, implementing, monitoring, analyzing, and making adjustments (Burd et al., 2020). The final stage of the Knowledge-To Action model is knowledge use sustainment. Regarding the knowledge phase, what is known is that obesity is a major problem for African Americans in Jackson, MS.

The action is devising a plan to help reduce obesity in my selected population. This will bridge the gap between what is known (obesity) versus what is implemented into practice. I would integrate the stakeholder into the model’s design by first deciding who the appropriate local-level stakeholder would be to propose my intervention. Networking with stakeholders, both informal and formal leaders, is crucial as a practicing scholar. This also establishes a collaborative relationship that is necessary to concentrate on a practice problem with the goal of translating the best obtainable evidence.

Stakeholders also possess a deep level of understanding and knowledge as it relates to practice priorities and available resources. Interprofessional Collaboration (IPC) is the practice where several professional groups work in unison and value the knowledge set and contributions one another brings to the team (White et al., 2021). This, in turn, positively impacts healthcare processes and delivery (White et al., 2021). Keeping a constant line of communication with local-level stakeholders is just as important as it is with national-level stakeholders.

Minnesota Public Health Wheel

Again, this was difficult to choose from as several of the Minnesota Public Health Wheel stages were applicable to my intervention. I feel the two most relevant are advocacy and policy development/enforcement. By collaborating with stakeholders, I am protecting and promoting the health of my chosen population as well as the overall community. I also feel that I am ready to put my concerns and interventions on the decision-makers’ radar at this stage.

References

Burd, C., Gruss, S., Albright, A., Zina, A., Schumacher, P., & Alley, D. (2020). Translating Knowledge into Action to Prevent Type 2 Diabetes: Medicare Expansion of the National Diabetes Prevention Program Lifestyle Intervention. The Milbank Quarterly, 98(1), 172–196. https://doi.org/10.1111/1468-0009.12443Links to an external site.

Centers for Disease Control and Prevention. (2019) Strategies to Increase Physical Activity. Retrieved on March 19, 2023. https://www.cdc.gov/physicalactivity/activepeoplehealthynation/strategies-to-increase-physical-activity/index.htmlLinks to an external site.

Field, B., Booth, A., Ilott, I., & Gerrish, K. (2014). Using the Knowledge to Action Framework in Practice: a citation analysis and systematic review. Implementation Science, 9(172). https://doi.org/10.1186/s13012-014-0172-2Links to an external site.

Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). Lost in knowledge translation: Time for a map? The Journal of Continuing Education in Health Profession, 26(1). DOI: 10.1002/chp

Kim, E., Lee, M., Kim, E.-H., Kim, H. J., Koo, M., Cheong, I. Y., & Choi, H. (2021). Using knowledge translation to establish a model of hospital-based early supported community reintegration for stroke patients in South Korea. BMC Health Services Research, 21(1), 1359–1359. https://doi.org/10.1186/s12913-021-07400-5Links to an external site.

Minnesota Department of Health. (2019). Public health interventions: Applications for public health nursing practice (2nd ed.). https://www.health.state.mn.us/communities/practice/research/phncouncil/docs/PHInterventions.pdfLinks to an external site.

Nam, Jeon, S., Ash, G., Whittemore, R., & Vlahov, D. (2021). Racial Discrimination, Sedentary Time, and Physical Activity in African Americans: Quantitative Study Combining Ecological Momentary Assessment and Accelerometers. JMIR Formative Research, 5(6), e25687–e25687. https://doi.org/10.2196/25687Links to an external site.

White, K., Dudley-Brown, S., & Terhaar, M. (2021). Translation of evidence into nursing and health care (3rd ed.). Springer Publishing Company.

NR717 Week 4: Evaluation Processes in Population Health

Evaluation Processes in Population Health Discussion

Purpose

The purpose of this discussion is to evaluate strategies to address your selected population health practice problem to reduce health disparities.

Instructions

1. Compose a brief statement introducing the selected practice problem (to remind readers of your selected topic).
2. Summarize a related Healthy People 2030 Goal that applies to your selected population and health issue.

o Healthy People 2030 ?http://www.healthypeople.gov/

3. Propose one evidence-based intervention to address the Healthy People 2030 goal. You may use the same study from Week 3 if it aligns with the selected Healthy People 2030 goal, or you may select another evidence-based intervention after reviewing the literature.
4. Describe how you would determine if your evidence-based intervention was efficient, effective, and efficacious. Each of the 3 E’s must be addressed.

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
2. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
3. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Synthesize ethical and legal principles to advocate for value-based, equitable, and ethical health policies at the micro, meso, and macrosystem levels. (PC 5; PO 9)
2. Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1)

NR717 Week 4 FEMA Emergency Management Course Assignment

Purpose

The purpose of this assignment is to introduce you to the Federal Emergency Management Agency’s (FEMA) basic incident command system.

Instructions

1. Complete the following FEMA Emergency Management Institute course which should take about 4 hours to complete:

o IS-200.C: Basic Incident Command System for Initial Response https://training.fema.gov/is/courseoverview.aspx?code=IS-200.c

o There are several different courses (i.e.,100, 200, and 700). You are only required to complete the IS200 course.

2. Download and save the Certificate of Completion with a file name: Last NameFirst Name_ISCOURSENUMBER Certificate Completion (ex. StudentSally_IS200 Certificate Completion).
3. Submit the certificate of completion in pdf format to the assignment folder.
4. This assignment is pass/fail. You will receive 150 points after successfully passing the IS-200 course and uploading your certificate of completion in the course assignment folder.

Program Competencies

This assignment enables the student to meet the following program competencies:

1. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
2. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

1. Analyze the role of advance nurs

NR717 ErnestYoung Population Health Interventions Week 3 Example

Population Health Interventions

Determine whether the intervention has the potential to impact the issue. Explain your rationale

Blumenthal et al. (2022) sought to find if lifestyle modifications among individuals who suffered from hypertension would help to control blood pressure effectively. Significant decreases in the clinic blood pressure and improvements in biomarkers of cardiovascular disease are seen after 4 months of a planned physical exercise and nutrition program as supplementary therapy provided in a rehabilitation center. Therefore, this intervention showed a positive outcome in the health of the individuals. Lifestyle modifications such as engaging in exercise, quitting drinking and smoking, and eating a healthy diet are effective strategies to combat hypertension and heart diseases among persons facing disparities of health (Oliveros et al., 2019). They help to keep the body weight in check, thus preventing obesity which has been implicated as the leading risk factor for developing these problems.

Present the translation science model that would best aid the success of this intervention and discuss how the stakeholders are integrated into the design of the theory or model

The translation science models increase the adoption and utilization of credible evidence to enhance patients’ health outcomes and the overall health of the community (Lee & Ho, 2019). The models provide clarification of the techniques involved in the execution of an approach focusing on evidence-based practice. The Knowledge to Action (KTA) framework was chosen as the choice model. The healthcare industry employs the framework to help various departments to use the research findings. Knowledge generation and implementation are the two pillars of the KTA methodology. Inquiry into a topic, synthesis of that topic, and the use of appropriate knowledge tools all contribute to the development of better interpretation (Lee & Ho, 2019). Taking action requires recognizing the issue at hand and evaluating it in light of the existing literature. Successes and challenges are also highlighted in this process.

Identify where your selected intervention is located on the Minnesota Public Health Wheel.

Undertaking lifestyle modifications fall under the blue wheel. The individuals are taught about the importance of lifestyle modifications and how to go about them. This intervention is individual and community focused. Embracing self-care management is championed by this chosen intervention.

NR717 ErnestYoung Population Health Interventions References

Blumenthal, A., Hinderliter, L., Smith, J., Mabe, S., Watkins, L., Craighead, L., Ingle, K., Tyson, C., Lin, H., Kraus, E., Liao, L., & Sherwood, A. (2021). Effects of lifestyle modification on patients with resistant hypertension: Results of the TRIUMPH randomized clinical trial. Circulation, 144(15), 1212–1226. https://doi.org/10.1161/circulationaha.121.055329

Lee, C., & K. (2019). Knowledge to action framework for home health monitoring. Healthcare Management Forum, 32(4), 183–187. https://doi.org/10.1177/0840470419855364

Oliveros, E., Patel, H., Kyung, S., Fugar, S., Goldberg, A., Madan, N., & Williams, A. (2019). Hypertension in older adults: Assessment, management, and challenges. Clinical Cardiology, 43(2), 99–107. https://doi.org/10.1002/clc.23303

Johns Hopkins Nursing Evidence-Based Practice Appendix G: Individual Evidence Summary Tool

Practice Question: Can lifestyle modifications help to manage resistant hypertension?

Date:

 Article Number  Author and Date  Evidence Type Sample, Sample Size, SettingFindings That Help Answer the EBP Question Observable Measures  Limitations Evidence Level, Quality1 (Blumenthal et al., 2021)Lifestyle Modification for Resistant Hypertension: The TRIUMPH Randomized Clinical TrialQuantitative, ObservationalOne hundred forty patients suffering from resistant hypertension who were willing to engage in the study were included. They had a mean age of 63 years, with 48% being females, 31% suffering from diabetes, 59% being black, and 21% battling chronic diseases. Only individuals diagnosed with resistant hypertension in the preceding six months of the study were included. Additionally, persons who had received treatment for two or more weeks and who were on three or more antihypertensives from different classes were included,A random assignment to a four-month Center-Based Lifestyle interventional program included dietary education, weight management, and exercise or a one-time counseling session that provided them with Standardized Education and Physical advice.

The TRIUMPH, a randomized clinical trial, was used to evaluate whether the interventions mentioned above could help lower the participants’ blood pressure.

 

 

? N/A

Patients with resistant hypertension can benefit from reducing their blood pressure through dietary and physical activity changes. Significant decreases in the clinic and ambulatory blood pressure and improvements in chosen biomarkers of cardiovascular disease are seen after four months of a planned exercise and diet program administered as supplementary therapy in a cardiac rehabilitation environment.The purpose of the TRIUMPH research is to assess the effectiveness of center-based lifestyle interventions such as s engagement in physical activity to that of standard education and physician advice (SEPA) in treating patients with resistant hypertension. Participants (n = 150) will be randomly assigned to participate in a standardized behavioral counseling session simulating real-world medical service or a supervised lifestyle modification administered in a cardiac rehabilitation clinic over the course of 4 months. Clinical blood pressure is the primary endpoint; ambulatory blood pressure and various cardiovascular disease biomarkers, such as arterial stiffness, left ventricular hypertrophy,  insulin resistance, lipids, inflammatory markers, and baroreceptor reflex sensitivity, are secondary endpoints. At the 1-year follow-up, it will assess modifiable risk factors for cardiovascular disease such as smoking status, blood pressure, and diet.Since the study was conducted in a single site, the generalizability of its findings may raise concerns.Evidence Level I – RCT   

? N/A

   

? N/A

   

? N/A

   

? N/A

   

? N/A

   

? N/A

Attach a reference list with full citations of articles reviewed for this Practice question.

NR717 Week 3 Discussion Sample 2

Intervention Impact

Over the past couple of weeks I’ve focused on obesity and increasing physical activity within the African American population in Jackson, MS. Compared to Caucasians, African Americans experience much higher incidences of metabolic disorders and cardiovascular disorders. I’ve covered several risk factors in my previous posts, however through my research, I found an article, Nam et al. (2021) that provided insight on a risk factor that I hadn’t considered before. This study examined how perceived racial discrimination in African Americans contributes to poor health, obesity, decreased physical activity, and health disparities. While a number of factors influence health disparities, African Americans report perceived racial discrimination more than any other ethnic or racial groups. The pilot study used an intensive, observational, case-crossover design of African Americans (n=12) recruited from the community (Nam et al., 2021).

The inclusion conditions were that all participants self-reported as African American/black, English speaking, employed, were between the ages of thirty and fifty-five, owned a smartphone, and was able to reply at a minimum of three times daily to random survey prompts (Nam et al., 2021). Those who were pregnant, or afflicted with serious acute or terminal medical illnesses were excluded from the study as this would interfere with physical activity (Nam et al., 2021).

Forty percent of the participants were obese. The twelve participants were asked to complete baseline surveys and over the course of the next seven days they were instructed to wear accelerometers. Accelerometers are devices that capture and measure the participants’ physical activity levels. The participants also received Ecological Momentary Assessments five times per day over the course of the next seven days. The goal was to capture and assess racial discrimination in real time each day. In the analysis of within-person level data, the accelerometer did indeed observe that the participants were more sedentary on the days when they experienced more perceived discrimination than usual.

As with many studies, this one came with limitations. The small sample size offered limited evidence to support whether or not racial discrimination is a precursor to decreased physical activity or other sedentary behaviors when compared with other studies of general psychological stress (Nam et al., 2021). In the future, studies should consider more extensive racial discrimination approaches, a larger participant sample, and Ecological Momentary Assessments in an effort to decide its ideal frequency to accurately capture discriminatory encounters and survey its relationship with health behaviors (Nam et al., 2021).

Safety, walkability, and crime in neighborhood environments are all associated with a person’s physical activity levels despite the overall findings being mixed. Location is everything and where African Americans live is absolutely crucial for their quality of life. The fact that many neighborhoods are still very much segregated with African Americans often residing in poorly funded communities perplexes me. Social stresses such as discrimination may provoke unhealthy behaviors and is linked to the consumption of smoking, alcohol, and fatty food consumption.

As obesity within African Americans can occur for a variety of reasons, it’s important to properly assess patients in order to get to the root of their problems. Questions we may wonder as healthcare professionals are: What does your diet consist of? What do you typically consume in a day? What medications are you taking? Have you ever had issues with your thyroid? Are you employed? What is your family history? Are you able to purchase healthy food options? How many days per week are you able to exercise for thirty minutes or more?

Once the causative factors are identified it will make it easier to implement an intervention. If their obesity is linked to an organic cause, treat the disease. If finances are an issue, refer them to those who will be able to assist. My intervention absolutely has the potential to impact my practice problem. The intervention that I will be addressing is making the neighborhood safer, which will in turn increase the likelihood that people in the community will become more physically active. At the population level a strategy to design changes within the community may need to be implemented. In overweight children school based physical education can be enhanced.

Free suggestions to patients would be to become more active by avoiding elevators and taking stairs instead. Parking their cars further from their destination will encourage them to walk further. Participate in sports or other physically challenging activities such as skating or even walking through malls can be safe alternatives to walking outside. New walking trails can be created to increase availability or a heavier police presence can be made at existing ones.

Creating walking groups can be beneficial as there is usually more safety in numbers. Offering more free gym memberships to those in need within the community can also be beneficial. I’m pretty sure that the Young Men’s Christian Association/Young Women’s Christian Association (YMCA/YWCA) already offers free memberships to low income individuals and families. Providing equitable and inclusive access is foundational to my practice problem (Centers for Disease Control and Prevention, 2019).

Translation Science Model

Translation science is defined as an area of research that constantly advances translation models that work in the unpredictable reality of daily practice. It is essential to be able to influence practice problems by having the capability to translate research evidence into day to day clinical practice. The probability of effective evidence implementation into practice increases when using the systematic approach of a conceptual model/framework. The translation science models are diffusion of Innovation, Knowledge-to-Action (KTA), Normalization Process Theory (NPT), and I-PARIHS model. It was difficult for me to choose between the I-PARIHS model and Knowledge-to-Action, however I ultimately felt that Knowledge-to-Action would best aid in the success of my intervention’s implementation into practice.

Knowledge-To Action is appropriate for the sustainability approach. Knowledge-to-Action concentrates on bridging gaps between what is known versus what is implemented into practice (Kim et al., 2021). The Knowledge-to-Action Framework is comprised of two parts which are The Knowledge Cycle and the Action Cycle (Field et al., 2014). The Knowledge Cycle and the Action Cycle encompass multiple phases. Each component involves several segments which are sometimes repetitive or overlap one another. The Action Cycle exhibits activities necessary for data to be implemented in practice (Graham et al., 2006).

The action phase of the Knowledge-To Action model encompasses recognizing and assessing the problem and established research, identifying obstacles and achievements, planning, implementing, monitoring, analyzing, and making adjustments (Burd et al., 2020). The final stage of the Knowledge-To Action model is knowledge use sustainment. In regard to the knowledge phase, what is known is that obesity is a major problem in African Americans in Jackson, MS. The action is devising a plan to help reduce obesity in my selected population. This will bridge the gap of what is known (obesity) versus what is implemented into practice.

I would integrate the stakeholder into the design of the model by first deciding who the appropriate local level stakeholder would be to propose my intervention to. Networking with stakeholders, both informal and formal leaders, is crucial as a practicing scholar. This also establishes a collaborative relationship that is necessary to concentrate on a practice problem with the goal of translating the best obtainable evidence.

Stakeholders also possess a deep level of understanding and knowledge as it relates to practice priorities and available resources. Interprofessional Collaboration (IPC) is the practice in which several professional groups work in unison and value the knowledge set and contributions that one another brings to the team (White et al., 2021). This in turn positively impacts healthcare processes and delivery (White et al., 2021). Keeping a constant line of communication with local level stakeholders is just as important as it is with national level stakeholders.

Minnesota Public Health Wheel

This again was difficult to choose from as several of the stages of the Minnesota Public Health Wheel were applicable to my intervention. The two that I feel are most relevant are advocacy and policy development/enforcement. By collaborating with stakeholders I am protecting and promoting the health of my chosen population as well as the overall community. I also feel that at this stage I am ready to put my concerns and interventions on the decision makers’ radar.

References

Burd, C., Gruss, S., Albright, A., Zina, A., Schumacher, P., & Alley, D. (2020). Translating Knowledge into Action to Prevent Type 2 Diabetes: Medicare Expansion of the National Diabetes Prevention Program Lifestyle Intervention. The Milbank Quarterly, 98(1), 172–196. https://doi.org/10.1111/1468-0009.12443.

Centers for Disease Control and Prevention. (2019) Strategies to Increase Physical Activity. Retrieved on March 19, 2023. https://www.cdc.gov/physicalactivity/activepeoplehealthynation/strategies-to-increase-physical-activity/index.html.

Field, B., Booth, A., Ilott, I., & Gerrish, K. (2014). Using the Knowledge to Action Framework in practice: a citation analysis and systematic review. Implementation Science, 9(172). https://doi.org/10.1186/s13012-014-0172-2.

Graham, I. D., Logan, J., Harrison, M. B., Straus, S. E., Tetroe, J., Caswell, W., & Robinson, N. (2006). Lost in knowledge translation: Time for a map? The Journal of Continuing Education in Health Profession, 26(1).

Kim, E., Lee, M., Kim, E.-H., Kim, H. J., Koo, M., Cheong, I. Y., & Choi, H. (2021). Using knowledge translation to establish a model of hospital-based early supported community reintegration for stroke patients in South Korea. BMC Health Services Research, 21(1), 1359–1359. https://doi.org/10.1186/s12913-021-07400-5.

Minnesota Department of Health. (2019). Public health interventions: Applications for public health nursing practice (2nd ed.). https://www.health.state.mn.us/communities/practice/research/phncouncil/docs/PHInterventions.pdf.

Nam, Jeon, S., Ash, G., Whittemore, R., & Vlahov, D. (2021). Racial Discrimination, Sedentary Time, and Physical Activity in African Americans: Quantitative Study Combining Ecological Momentary Assessment and Accelerometers. JMIR Formative Research, 5(6), e25687–e25687. https://doi.org/10.2196/25687.

White, K., Dudley-Brown, S., & Terhaar, M. (2021). Translation of evidence into nursing and health care (3rd ed.). Springer Publishing Company.

NR 717 Week 3 Population Health Interventions Discussion Instructions

Purpose

The purpose of this discussion is to demonstrate your understanding of interventions to address population health problems and reduce health disparities.

Instructions

Using your selected population, continue your search and appraisal of evidence by analyzing one research study that offers a potential intervention to address your selected population health issue. This intervention must be at the population level. This research study must be new, one that was not used in a previous course.

Appraise a quantitative research study that utilizes an intervention to address the selected health issue identified in Week 2 using the Johns Hopkins Research Appraisal Tool.

• Link (Word doc): Johns Hopkins Research Appraisal Tool.

Transfer your findings to the Johns Hopkins Individual Evidence Summary Tool.

• Link (Word doc): Johns Hopkins Individual Evidence Summary Tool.

Analyze the evidence summary tool of the research study to address the following in the discussion:

1. Determine whether the intervention has the potential to impact the issue. Explain your rationale.
2. Attach the completed Johns Hopkins Individual Evidence Summary Tool.
3. Present the translation science model that would best aid the success of this intervention and discuss how the stakeholders are integrated into the design of the theory or model.
4. Identify where your selected intervention is located on the Minnesota Public Health Wheel.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines.

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

1. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)

1. Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1)

NR717 Evaluation Processes in Population Health Paper Week 4

Evaluation Processes in Population Health

Brief statement introducing the selected practice problem

African Americans in Jackson, Mississippi, are at a high risk of developing preventable illnesses such as hypertension and heart disease because of different social determinants of health. Such factors include unemployment, low educational achievement and poverty, among others. The selected practice problem is health disparities among this population, which, if resolved, can help them enjoy optimal health.

A related Healthy People 2030 Goal that applies to your selected population and health issue.

The Healthy People 2030 goal that relates to the African American issues in solving health disparities is the elimination of health disparities, achieving equity in health and attaining health awareness to improve the health of all individuals (USDoHHS, 2021). If health inequities are resolved and care is given to all deserving populations, all people will achieve optimal health. There would not be any significant variations in disease mortality and morbidity among the different populations and races.

One evidence-based intervention to address the Healthy People 2030 goal.

For healthcare workers to address the health disparities existing in the chosen population, educating the persons on relevant issues that affect their health is essential. People with the knowledge and dynamics surrounding disease development can make effective decisions to keep their health in check (Carey et al., 2021). For instance, they can engage in lifestyle modifications like physical exercise and eating a good diet to prevent obesity, leading to a decrease in the predisposition to heart disease and hypertension.

How to determine if your evidence-based intervention was efficient, effective, and efficacious. Each of the 3 E’s addressed.

Efficacy is the ability of the implemented effort in producing the desired result. Randomized control trials can be employed among the target population to assess if it impacts the reduction in health disparities observed among the African Americans in Jackson. There should be a reduction in the prevalence of the diseases caused by health disparities common among this population. The effectiveness of a healthcare program is measured by the degree to which it improves patient outcomes based on available scientific data (Brusco & Frawley, 2019). This will be determined by collecting feedback from study participants on their health after implementing the recommended lifestyle changes.

The efficiency of the recommended measures in obtaining improved health results for the population experiencing health disparities will be assessed. The lifestyle modification programs’ success will be measured by the degree to which they motivate individuals to alter their behavior (Brusco & Frawley, 2019). Participants’ attitudes about participating in lifestyle modification programs and maintaining the recommended lifestyle changes will serve as examples.

NR717 Evaluation Processes in Population Health Paper References

Brusco, K., & Frawley, C. (2019). Program evaluation within the research translation framework. Journal of Physiotherapy, 65(2), 63–64. https://doi.org/10.1016/j.jphys.2019.02.010

Carey, M., Wright, T., Taler, J., & Whelton, K. (2021). Guideline-driven management of hypertension. Circulation Research, 128(7), 827–846. https://doi.org/10.1161/circresaha.121.318083

U.S. Department of Health and Human Services. (2021). Objectives and Data – Healthy People 2030 | health.gov. Accessed on March 7th from https://health.gov/healthypeople/objectives-and-data

NR 717 Week 4 Evaluation Processes in Population Health Discussion

Purpose

The purpose of this discussion is to evaluate strategies to address your selected population health practice problem to reduce health disparities.

Instructions

1. Compose a brief statement introducing the selected practice problem (to remind readers of your selected topic).
2. Summarize a related Healthy People 2030 Goal that applies to your selected population and health issue.
   • Link (website): Healthy People 2030
3. Propose one evidence-based intervention to address the Healthy People 2030 goal. You may use the same study from Week 3 if it aligns with the selected Healthy People 2030 goal, or you may select another evidence-based intervention after reviewing the literature.
4. Describe how you would determine if your evidence-based intervention was efficient, effective, and efficacious. Each of the 3 E’s must be addressed.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines.

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)

1. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

1. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Synthesize ethical and legal principles to advocate for value-based, equitable, and ethical health policies at the micro, meso, and macrosystem levels. (PC 5; PO 9)

1. Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1)

NR 717 Week 4 FEMA Emergency Management Course Assignment

Purpose

The purpose of this assignment is to introduce you to the Federal Emergency Management Agency’s (FEMA) basic incident command system.

Instructions

1. Complete the following FEMA Emergency Management Institute course which should take about 4 hours to complete:
   1. Link (website): IS-200.C: Basic Incident Command System for Initial Response.
   1. There are several different courses (i.e.,100, 200, and 700). You are only required to complete the IS200 course.
2. Download and save the Certificate of Completion with a file name: Last NameFirst Name_ISCOURSENUMBER Certificate Completion (ex. StudentSally_IS200 Certificate Completion).
3. Submit the certificate of completion in pdf format to the assignment folder.
4. This assignment is pass/fail. You will receive 150 points after successfully passing the IS-200 course and uploading your certificate of completion in the course assignment folder.

Program Competencies

This assignment enables the student to meet the following program competencies:

• Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
• Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

• Analyze the role of advance nursing practice in disaster and emergency management. (PCs 7, 8; PO 1)

NR717 FEMA Emergency Management Course Help

FEMA Emergency Management Course Assignment

Purpose

The purpose of this assignment is to introduce you to the Federal Emergency Management Agency’s (FEMA) basic incident command system.

Instructions

1. Complete the following FEMA Emergency Management Institute course which should take about 4 hours to complete:
   • Link (website): IS-200.C: Basic Incident Command System for Initial Response.
   • There are several different courses (i.e.,100, 200, and 700). You are only required to complete the IS200 course.
2. Download and save the Certificate of Completion with a file name: Last NameFirst Name_ISCOURSENUMBER Certificate Completion (ex. StudentSally_IS200 Certificate Completion).
3. Submit the certificate of completion in pdf format to the assignment folder.
4. This assignment is pass/fail. You will receive 150 points after successfully passing the IS-200 course and uploading your certificate of completion in the course assignment folder.

Program Competencies

This assignment enables the student to meet the following program competencies:

1. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

1. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

1. Analyze the role of advance nursing practice in disaster and emergency management. (PCs 7, 8; PO 1)

NR 717 Week 5: Healthcare Policy and Political Competency

Week 5 Healthcare Policy Discussion

Purpose

The purpose of this discussion is to reflect on opportunities to impact healthcare policies while further developing your own political competency using Warner’s article (2003) as a guide.

Instructions

Read the Warner (2003) article (located in Student Learning Resources). Reflect upon the development of your political competency and address the following:

1. Consider a time when there was an issue related to healthcare policy in your local, regional, or national community. If you pursued an opportunity to address the issue, describe the results. If you did not pursue the opportunity, describe the reasons.
2. Propose an area of your political competency that needs further development and an action you could take to become more politically competent to impact your selected population.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines.

Program Competencies

This discussion enables the student to meet the following program competencies:

5. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
6. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
7. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Critically analyze the history, formation, and implementation of local, state and national health policies from the perspectives of stakeholders and the profession of nursing. (PC 5; PO 2)
2. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)
3. Demonstrate collaborative interprofessional leadership and political competency to develop and implement healthcare policy to improve healthcare delivery and population health outcomes. (PC 5; PO 2)

Healthcare Policy Discussion Example

Consider a time when there was an issue related to healthcare policy in your local, regional, or national community. If you pursued an opportunity to address the issue, describe the results. If you did not pursue the opportunity, describe the reasons.

Health policies outline the strategies, decisions, and activities to meet the objectives. Infectious illness prevention and management posed a difficulty in my neighborhood and national community. At the beginning of the world pandemic, COVID-19, the economy was crippled.  Public spaces and other forms of social interaction were closed off. I was presented with an opportunity to help people understand the problem and how to take preventative actions. Individuals were instructed to maintain their distance from one another, cover their faces with masks, and frequently wash their hands with soap and water (Rahman et al., 2021).

People were also required to spend as much time as necessary in their homes and away from public gatherings. Moreover, vaccinations were used to lessen the likelihood of people being infected. These precautions were successful since they slowed the spread of Covid – 19. These efforts helped to minimize the possibility of developing the illness, and there was a corresponding drop in reported cases (Vitiello et al., 2021).

Propose an area of your political competency that needs further development and an action you could take to become more politically competent to impact your selected population.

I want to enhance my networking abilities to establish connections with additional national political figures. It will make it easy to persuade them and facilitate the adoption of the prevalent health policy efforts to improve the efficacy of healthcare delivery (Myers, 2020). I believe that my ability to network will aid me in pursuing better availability of clinical resources, which are necessary for providing patients with the all-encompassing care they need to achieve positive health outcomes. Facilitating development initiatives within the clinical domains to ensure clients obtain fast and good healthcare will be simple with the help of politicians.

References

Myers, R. (2020). Promoting population health. Nursing Clinics of North America, 55(1), 11–20. https://doi.org/10.1016/j.cnur.2019.11.001

Rahman, S., Montero, V., Rowe, K., Kirton, R., & Kunik, F. (2021). Epidemiology, pathogenesis, clinical presentations, diagnosis and treatment of COVID-19: A review of current evidence. Expert Review of Clinical Pharmacology, 14(5). https://doi.org/10.1080/17512433.2021.1902303

Vitiello, A., Ferrara, F., Troiano, V., & La Porta, R. (2021). COVID-19 vaccines and decreased transmission of SARS-CoV-2. Inflammopharmacology, 29(5). https://doi.org/10.1007/s10787-021-00847-2

NR717 Healthcare Policy Paper Week 5

Consider a time when there was an issue related to healthcare policy in your local, regional, or national community. If you pursued an opportunity to address the issue, describe the results. If you did not pursue the opportunity, describe the reasons.

Health policies outline the strategies, decisions, and activities to meet the objectives. Infectious illness prevention and management posed a difficulty in my neighborhood and national community. At the beginning of the world pandemic, COVID-19, the economy was crippled.  Public spaces and other forms of social interaction were closed off. I was presented with an opportunity to help people understand the problem and how to take preventative actions. Individuals were instructed to maintain their distance from one another, cover their faces with masks, and frequently wash their hands with soap and water (Rahman et al., 2021).

People were also required to spend as much time as necessary in their homes and away from public gatherings. Moreover, vaccinations were used to lessen the likelihood of people being infected. These precautions were successful since they slowed the spread of Covid – 19. These efforts helped to minimize the possibility of developing the illness, and there was a corresponding drop in reported cases (Vitiello et al., 2021).

Propose an area of your political competency that needs further development and an action you could take to become more politically competent to impact your selected population.

I want to enhance my networking abilities to establish connections with additional national political figures. It will make it easy to persuade them and facilitate the adoption of the prevalent health policy efforts to improve the efficacy of healthcare delivery (Myers, 2020). I believe that my ability to network will aid me in pursuing better availability of clinical resources, which are necessary for providing patients with the all-encompassing care they need to achieve positive health outcomes. Facilitating development initiatives within the clinical domains to ensure clients obtain fast and good healthcare will be simple with the help of politicians.

NR717 Healthcare Policy Paper References

Myers, R. (2020). Promoting population health. Nursing Clinics of North America, 55(1), 11–20. https://doi.org/10.1016/j.cnur.2019.11.001

Rahman, S., Montero, V., Rowe, K., Kirton, R., & Kunik, F. (2021). Epidemiology, pathogenesis, clinical presentations, diagnosis and treatment of COVID-19: A review of current evidence. Expert Review of Clinical Pharmacology, 14(5). https://doi.org/10.1080/17512433.2021.1902303

Vitiello, A., Ferrara, F., Troiano, V., & La Porta, R. (2021). COVID-19 vaccines and decreased transmission of SARS-CoV-2. Inflammopharmacology, 29(5). https://doi.org/10.1007/s10787-021-00847-2

Healthcare Policy Discussion

Purpose

The purpose of this discussion is to reflect on opportunities to impact healthcare policies while further developing your own political competency using Warner’s article (2003) as a guide.

Instructions

Read the Warner (2003) article (located in Student Learning Resources). Reflect upon the development of your political competency and address the following:

1. Consider a time when there was an issue related to healthcare policy in your local, regional, or national community. If you pursued an opportunity to address the issue, describe the results. If you did not pursue the opportunity, describe the reasons.
2. Propose an area of your political competency that needs further development and an action you could take to become more politically competent to impact your selected population.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion GuidelinesLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)

1. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)

1. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Critically analyze the history, formation, and implementation of local, state and national health policies from the perspectives of stakeholders and the profession of nursing. (PC 5; PO 2)

1. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)

1. Demonstrate collaborative interprofessional leadership and political competency to develop and implement healthcare policy to improve healthcare delivery and population health outcomes. (PC 5; PO 2)

NR 717 Week 5 Population Health Practice Problem Assignment

Purpose

This assignment will allow for the exploration of a selected population health practice problem, encompassing social determinant risk factors, epidemiological factors, an evidence-based population health intervention, and relevant measurable goals and objectives.

Instructions

Use the population (at the local, regional, or national level) you have engaged throughout the course thus far and develop a comprehensive analysis of the important population health concepts and propose an evidence-based intervention and evaluation plan.

The assignment should include the following components:

1. Introduction
   1. Introduce topic of paper.
   2. Develop a focused one-sentence purpose statement.
   3. Present subtopics that will be discussed.
2. Population
   1. Present the selected population in general terms.
   2. Identify three key social determinant risk factors associated with the population.
3. Practice Problem
   1. Explain the National Practice Problem and how it affects the population.
   2. Explain the significance of the practice problem at the local, regional, or national level.
   3. Explain the prevalence of the practice problem at the local, regional, or national level.
4. Epidemiology
   1. Explore the epidemiologic principles and measures used to address your selected practice problem.
   2. Examine the use of descriptive and/or analytic epidemiology to address the practice problem.
   3. Propose how you might use surveillance to influence the determinants of health and improve the health outcomes of your population.
   4. Anticipate any ethical concerns that you might have related to the use of surveillance data in your population.
5. Goal and Objective
   1. Explore and detail one Healthy People 2030 goal that addresses the selected practice problem.
      • Link (website):? Healthy People 2030.??
   2. Develop one measurable objective using the SMART format (review Week 4 Lesson) to help achieve the Healthy People 2030 goal that addresses the selected practice problem.
6. Evidence-Based Population Intervention
   1. Identify one evidence-based intervention from a research study to achieve the goal and objective. (This research study must be at the population level and should not be one that was used in a previous course.)
   2. Add the study to the Johns Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool.
      • Link (Word doc): Johns Hopkins Individual Evidence Summary Tool.
   3. Identify where the selected intervention is located on the Minnesota Public Health Wheel.
   4. Provide objective rationale for the evidence-based intervention to address the practice problem.
7. Evaluation
   1. Describe how you would evaluate if your intervention were efficient, effective, and efficacious, and equitable.
8. Conclusion
   1. Summarize the impact of the practice problem on the identified population.
   2. Summarize the role of the evidence-based intervention to address the practice problem idea.
9. References
   1. Identify and list four scholarly sources on the reference pages.
   2. Identify and list other scholarly sources used in the paper on the reference pages.
   3. List sources in alphabetical order.
   4. Use correct hanging-indent format.
10. Appendix: Summary Table of the Evidence
    1. Attach the completed Johns Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool.
    2. Provide a minimum of one research study describing the selected intervention.
    3. Complete all sections completely for the source of evidence.
    4. Identify both the quality and level of evidence for each scholarly source on the table.

Writing Requirements (APA format)

• Length: 7-8 pages (not including title page or references page)
• 1-inch margins
• Double-spaced pages
• 12-point Times New Roman or 11-point Arial font
• Headings & subheadings
• In-text citations
• Title page
• Reference page
• Standard English usage and mechanics

Program Competencies

This assignment enables the student to meet the following program competencies:

5. Analyzes health care policies to advocate for equitable health care and social justice to all populations and those at risk due to social determinants of health. (POs 2, 9)
6. Translates a synthesis of research and population data to support preventative care and improve the nation’s health. (PO 1)
7. Leads others in professional identity, advanced clinical judgment, systems thinking, resilience, and accountability in selecting, implementing, and evaluating clinical care. (PO 1)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

1. Critically analyze the history, formation, and implementation of local, state and national health policies from the perspectives of stakeholders and the profession of nursing. (PC 5; PO 2)
2. Synthesize ethical and legal principles to advocate for value-based, equitable, and ethical health policies at the micro, meso, and macrosystem levels. (PC 5; PO 9)
3. Assimilate epidemiology principles and interventions to impact the social determinants of health, Global Burden of Disease, and population health outcomes. (PCs 7, 8; PO 1)
4. Formulate strategies for providing culturally relevant and high-quality healthcare to vulnerable and high-risk populations to address social injustice and health inequities. (PCs 7, 8; PO 1)
5. Demonstrate collaborative interprofessional leadership and political competency to develop and implement healthcare policy to improve healthcare delivery and population health outcomes. (PC 5; PO 2)